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All Journal J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia U-JET: Unila Journal of English Teaching JURNAL TIYUH LAMPUNG Jurnal Pengabdian Sosial Indonesia
Cucu Sutarsyah
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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AN ANALYSIS OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT BY USING SCANNING AND SKIMMING Meylinda Susanti; Cucu Sutarsyah; Budi Kadaryanto
U-JET Vol 2, No 8 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk menganalisis apakah ada interaksi antara teknik scanning dan skimming terhadap kepribadian dan untuk menganalisis pencapaian siswa dalam pemahaman membaca. Penelitian ini dilaksanakan di SMP Negeri 29 Bandar Lampung di tahun akademik 2012/2013. Penelitian ini menggunakan desain faktorial. Peneliti menggunakan dua kelas sebagai kelas eksperimen. Satu kelas diajarkan menggunakan teknik scanning dan kelas lainnya diajarkan menggunakan teknik skimming. Hasil penelitian menunjukkan bahwa adanya interaksi antara teknik dan kepribadian siswa dan adanya perbedaan skor siswa pasif di kelas scanning adalah 79,71 dan siswa aktif adalah 76,91 sedangkan siswa pasif di kelas skimming adalah 69,50 dan siswa aktif adalah 81,40. Kepribadian pasif mempunyai nilai yang tinggi di teknik scanning dan kepribadian aktif mempunyai nilai yang tinggi di teknik skimming.The objectives of this research are to analyze whether there is an interaction between scanning and skimming techniques toward their personalities. and to analyze the students achievement in reading comprehension. This research was conducted at SMP Negeri 29 Bandar Lampung in academic year 2012/2013. This research used factorial design. The researcher used two classes as experimental class, one class was taught using scanning and the other skimming technique. Based on the result, there is an interaction between techniques and personalities of the students and there is difference score in scanning class of introvert is 79,71 and extroverts is 76,91 whereas in skimming class of introvert is 69,50 and extrovert is 81,40. Introvert personality has a high score in scanning technique and extrovert personality has a high score in skimming technique. Keywords: extrovert, introvert, reading comprehension achievement, scanning, skimming
An Analysis of Students Grammatical Errors in Their Descriptive Writing Nyoman Wardani; Cucu Sutarsyah; Feni Munifatullah
U-JET Vol 7, No 1 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mencari tahu i) jenis kesalahan yang siswa buat yang tergolong surface strategy taxonomy dan communicative effect taxonomy dalam menulis karangan deskriptif, serta ii) menyelidiki jenis kesalahan yang sering dan jarang muncul pada karangan siswa tersebut. Penelitian ini bersifat qualitatif. Subjek penelitian ini adalah 29 siswa kelas XI IPA1 dari SMA Yadika Bandar Lampung. Tes menulis digunakan sebagai instrumen penelitian. Hasil menunjukkan bahwa siswa membuat semua jenis kesalahan dari surface strategy taxonomy, yaitu omission, addition, misformation, and misordering; maupun communicative effect taxonomy, yaitu kesalahan global dan lokal. Dalam surface strategy taxonomy, jenis kesalahan yang sering muncul adalah misformation; dan jenis yang jarang muncul adalah misordering. Dalam communicative effect taxonomy, jenis kesalahan yang dominan adalah kesalahan lokal, sedangkan kesalahan global merupakan jenis kesalahan yang jarang terjadi.This study aimed at finding out i) the types of error that learners committed in terms of surface strategy and communicative effect taxonomies in their descriptive writing; and ii) the types of errors the students most and least frequently used in their writing on the basis of both taxonomies. This study was a qualitative research. The subjects were 29 learners of class XI IPA 1 of SMA Yadika Bandar Lampung. The writing test was used as the instrument. The findings revealed that the learners committed all error types in terms of surface strategy taxonomy: omission, addition, misformation, and misordering; and communicative effect taxonomy: global and local errors. In terms of surface strategy taxonomy, misformation was the most frequent error type the students committed, while misordering was the least frequent error type. In terms of communicative effect taxonomy, the most dominant error type was local errors; while the least frequent error type was global errors.Keywords: communicative effect taxonomy, descriptive writing, surface strategy taxonomy
The implementation of Audio Visual Media in improving students’ vocabulary mastery through WhatsApp Adelia Puspita; Cucu Sutarsyah; Burhanuddin Burhanuddin
U-JET Vol 10, No 2 (2021): Vol 10, No 2 (2021): U-JET
Publisher : FKIP UNILA

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Abstract

This quantitative research was conducted to investigate the students’ vocabulary mastery after the implementation of audiovisual media through WhatsApp. The sample was 33 students from X MIPA 1 at SMA Muhammadiyah Bandar Lampung. This research based on the experimental group design which applied the pre-test and post-test as the instrument. Besides, the three meetings were conducted for the treatment. The data were analyzed by using Repeated Measured T-Test. The result of this research shows the mean score for the pre-test is 5.24. Meanwhile, the mean score for the post-test is 6.67. It means that the significant difference of students’ vocabulary achievement reaches out the score of 1.43 points. More specifically, the t-value t-table shows the number of 5.452 which is higher than the t-table 2.0369. Moreover, the value of significant 2-tailed is 0.000 which can be inferred that it is lower than 0.05. Briefly, it can be inferred that the H1 is accepted and H0 is rejected. doi: https://dx.doi.org/10.23960/UJET.vol10.i2.202102
INCREASING STUDENTS’ VOCABULARY THROUGH SCRABBLE GAME Nur Patmasari; Cucu Sutarsyah; Ramlan Ginting Suka
U-JET Vol 3, No 5 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah menemukan apakah ada perbedaan yang terjadi pada kosakata siswa setelah belajar menggunakan scrabble. Penelitian ini menggunakan desain one group pretest posttest. Sample yang digunakan pada penelitian ini adalah siswa kelas sebelas pada tahun ajaran 2013/2014. Hasil penelitian menunjukan bahwa nilai rata-rata pra tes para siswa yaitu 57,24 dan nilai rata-rata pasca tes yaitu 71,15. Dengan demikian ditemukan adanya peningkatan signifikan sebesar 13,91. Peneliti menggunakan level signifikan 0.05. Hasil penghitungan menunjukan bahwa nilai dua signifikan yaitu 0,000. Jadi hipotesis pada penelitian ini diterima. Itu membuktikan bahwa nilai para siswa meningkat secara signifikan (p0.05,p=0.000). Dengan kata lain adanya perbedaan yang signifikan pada  kosakata para siswa setelah belajar melalui scrabble. Oleh karena itu, permainan scrabble dianjurkan untuk digunakan oleh guru dalam meningkatkan prestasi kosakata para siswa.The objective of this research is to find out whether there is any difference of the students’ vocabulary achievement after being taught through scrabble. This research applies one group pretest-posttest design. The sample of the research is the grade XI students in academic year of 2013/2014. The results show that the students’ mean score of the pretest was 57.24 and the mean score of the posttest was 71.15. It was found that there was a significant increase 13.91. The researcher uses the level of significant 0.05. The result of the computation shows the value of two tailed significance was 0.000. So that the Hypothesis in this research was accepted. It proved that the students’ scores were significantly increase (p0.05, p= 0.000). In other words, there is a significant difference of the student’s vocabulary after being taught through scrabble. Therefore, scrabble game is recommended to be used by the teacher in increasing the students’ vocabulary achievement.Keywords: achievement, scrabble, vocabulary
CORRELATION STUDY BETWEEN STUDENTS’ MOTIVATION AND THEIR READING COMPREHENSION Rori Maidasari Saraswati; Cucu Sutarsyah; Muhammad Sukirlan
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara motivasi siswa dan pemahaman membaca mereka. Desain penelitian ini menggunakan deskriptif kuantitatif. Subjek penelitian ini adalah 40 siswa kelas dua Madrasah Tsanawiah Negeri di Bandar Lampung. Kuisioner dan tes membaca diberikan sebagai instrumen dari motivasi dan membaca. Data dianalisis menggunakan Pearson Product Moment Correlation di SPSS 16.0. Hasil dari penelitian ini menunjukkan koefisien korelasi antara motivasi siswa dan pemahaman membaca mereka sebesar 0.637 pada tingkat signifikan 0.01. Koefisien korelasi lebih tinggi dari nilai kritis r tabel (0.637 0.393). Oleh karena itu, hipotesis nol ditolak dan hipotesis penelitian diterima. Berdasarkan hasil tersebut, dapat disimpulkan bahwa ada hubungan antara motivasi siswa dan pemahaman membaca mereka. The aim of this study was to find out the correlation between students’ motivation and their reading comprehension. This research was quantitative research. The subjects of this research were 40 second grade students of Secondary Islamic School in Bandar Lampung. The questionnaire and reading tests were administrated as the instruments of motivation and reading. The data were analyzed by using Pearson Product Moment Correlation in SPSS 16.0. The result shows that the coefficient correlation between students’ motivation and their reading comprehension is 0.637 at the significant level of 0.01. The coefficient correlation is higher than the critical value of r table (0.6370.393). Therefore, the null hypothesis is rejected and the research hypothesis is accepted. Based on the result, it can be concluded that there is correlation between students’ motivation and their reading comprehension. Keywords: correlation, motivation, reading comprehension. 
TEACHING READING OF DESCRIPTIVE TEXT THROUGH JIGSAW Jaka Dirgantara; Cucu Sutarsyah; Deddy Supriyadi
U-JET Vol 2, No 6 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

The purposes of this study are to find out whether there is any significant difference of students’ reading comprehension achievement before and after being taught through Jigsaw technique and to find out whether there is a significant increase of students’ reading comprehension before and after pre test and post test. The design of this research was measured by one group pre-test and post-test. The subject of research was class VII of even semester 2012/2013 of academic year. The instrument used to measure students’ reading achievement is reading comprehension test which consisted of 28 multiple choices. The data were analyzed by using repeated measure test formula. The result of the computation shows that the average score in pretest was (49.76) and the posttest was (57.97). The result of the computation showed that the value of the two tailed significance was 0.000. Since the sign α (0.0000.05), the value indicates that the numbers represents the significance. It means that there is a significant difference of students’ achievement in listening ability before and after being taught through Jigsaw technique. Therefore, dictation technique is recommended to be used by teachers to improve the students’ reading ability.Keywords: difference, jigsaw, reading ability.
DIRECTED READING THINKING ACTIVITY (DRTA) ON STUDENTS READING COMPREHENSION Uswatun Hasanah; Cucu Sutarsyah; Muhammad Sukirlan
U-JET Vol 6, No 1 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan pemahaman membaca siswa, untuk mengetahui aspek membaca yang paling meningkat, dan untuk menggambarkan pelaksanaan DRTA dengan pembelajaran kooperatif. Penelitian ini dilakukan di SMA Minhajuttullab Way Jepara Lampung Timur untuk siswa kelas sebelas. Dalam pengumpulan data, peneliti memberikan tes pemahaman membaca, pengamatan, dan wawancara. Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa ada perbedaan dan peningkatan pada pemahaman membaca siswa. Selain itu, pemahaman informasi spesifik merupakan aspek membaca yang paling meningkat. Selain itu, hasil observasi dan wawancara menunjukkan bahwa siswa berpartisipasi aktif dalam kegiatan belajar mengajar membaca, terutama selama kegiatan DRTA. Dengan demikian, dapat disimpulkan bahwa pelaksanaan DRTA dengan pembelajaran kooperatif efektif untuk meningkatkan pemahaman membaca siswa.This research was aimed to investigate whether there was a difference of students reading comprehension achievement, to find out reading aspect which mostly improved, and to describe the implementation of DRTA with cooperative learning. This research was conducted at SMA Minhajuttullab Way Jepara East Lampung to the eleventh grade students. In collecting the data, the researcher administered reading comprehension test, observation, and interview. The data were analyzed both quantitatively and qualitatively. The result indicated there was a difference of the students reading comprehension achievement. In addition, understanding specific information aspect mostly improved. Furthermore, the observation and interview results indicated the students participated actively in teaching and learning activities of reading, especially during DRTA activities. Thus, it could be concluded the implementation of DRTA with cooperative learning was effective to improve students reading comprehension achievement.Keywords: cooperative learning, DRTA, reading comprehension.
Modifying Self-Regulated Strategy Development (SRSD) to Enhance The Second Year Students’ Self-Regulation and Vocabulary Size at SMAN 1 Purbolinggo Iskadina Eka Putri; Cucu Sutarsyah; Ari Nurweni
U-JET Vol 7, No 3 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui 1) perbedaan self-regulation siswa sebelum dan sesudah pembelajaran menggunakan SRSD yang telah dimodifikasi dalam pembelajaran kosakata, 2) perbedaan vocabulary size siswa sebelum dan sesudah pembelajaran menggunakan SRSD yang telah dimodifikasi dalam pembelajaran kosakata, dan 3) persepsi siswa tentang aktivitas pembelajaran menggunakan SRSD yang telah dimodifikasi dalam pembelajaran kosakata. Penelitian ini dilakukan secara kuantitatif dan melibatkan tiga puluh empat murid tahun kedua di SMAN 1 Purbolinggo. Data dikumpulkan melalui SRCvoc, Vocabulary Size Test, dan kuesioner persepsi siswa. Data dianalisis menggunakan Paired Samples T-Test. Peneliti menemukan perbedaan yang signifikan pada self-regulation dan vocabulary size siswa sebelum dan sesudah pembelajaran menggunakan SRSD yang telah dimodifikasi. Selain itu, siswa setuju bahwa dengan mengikuti  tahapan SRSD sebagai urutan yang instruksional, siswa terbantu untuk belajar strategi dan menggunakannya secara otomatis.This study is aimed at finding out: 1) the difference of students’ self-regulation before and after the treatments of modified SRSD in vocabulary learning, 2) the difference of students’ vocabulary size before and after the treatments of modified SRSD in vocabulary learning, and 3) Students’ perception toward learning activities presented through modified SRSD in vocabulary learning. This research was carried out quantitatively and involved thirty-four second year students at SMAN 1 Purbolinggo. The data were collected through SRCvoc, Vocabulary Size Test, and students’ perception questionnaire which have been validated. The data were analyzed using Paired Samples T-Test. The researcher found that there were significant differences of students’ self-regulation and vocabulary size before and after the treatments of modified SRSD in vocabulary learning. Besides, the students agree that by following the stages of SRSD as an instructional order, they were helped to learn the strategy and use it automatically.Keywords: Self-regulation, SRSD, vocabulary size.
The Effectiveness of Explicit-Implicit Vocabulary Learning Using Subtitled-Video on Vocabulary Mastery of Students of MTs. Darul Amal Muhammad Iqbal Arramany; Cucu Sutarsyah; Ari Nurweni
U-JET Vol 6, No 9 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengamati efektifitas pembelajaran kosakata dengan pendekatan eksplisit-implisit menggunakan video yang diberikan subtitle L1 (Bahasa Indonesia) atau L2 (Bahasa Inggris) terhadap penguasaan 30 kosakata target. Desain penelitian ini adalah quasi-experimental dengan 2x2 desain faktorial. Tiga puluh (30) siswa di setiap kelas dimasukan kedalam salah satu dari empat perlakuan berikut; eksplisit-L1, explisit-L2, implisit-L1, dan implisit-L2. ANOVA dua jalur menunjukan adanya interaksi yang signifikan antara pembelajaran explisit-implisit dengan jenis subtitle yang digunakan dalam video terhadap hasil immediate post-test (p = 0.004 ? = 0.05). Pembelajaran kosakata dengan pendekatan explisit terbukti lebih unggul dibandingkan dengan pembelajaran implisit; dan video dengan subtitle berbahasa Indonesia (L1) terbukti lebih unggul dibanding video dengan subtitle berbahasa Inggris (L2). Hasil ini menunjukan bahwa video yang diberikan subtitle berbahasa Indonesia (L1) dapat menjadi sarana pembelajaran kosakata yang baik terutama ketika dibarengi dengan penggunaan pendekatan eksplisit.The aim of this study is to investigate the effectiveness of explicit and implicit vocabulary learning using video with L1 or L2 subtitle to students vocabulary mastery of 30 target words. The design is quasi-experimental with 2x2 factorial designs. Thirty (30) students in each classroom were assigned to one of these four conditions; explicit-L1 subtitle, explicit-L2 subtitle; implicit-L1 subtitle, and implicit-L2 subtitle. Two-way factorial ANOVA reveals that there is a statistically significant interaction between explicit-implicit learning and types of subtitled video on the students immediate post-test results (p = 0.004 ? = 0.05). Explicit learning was proved to be superior to implicit learning, and L1 subtitle is superior to L2 subtitle in four learning conditions. This result suggests that L1 (Indonesian) subtitled-authentic-video has proved to be a valuable resource to learn new vocabularies in the classroom, especially when presented using explicit instructions. Keywords : Explicit, implicit, subtitle, video, vocabulary learning.
INCREASING READING COMPREHENSION BY USING RETELLIN IN RECOUNT TEXT Fitri Anggraeni; Cucu Sutarsyah; Editha Gloria Simanjuntak
U-JET Vol 2, No 5 (2013): U-JET
Publisher : FKIP UNILA

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The aim of this research was to find out whether there was an increase of the students‟ reading comprehension achievement after being taught through Retelling in Recount Text. Retelling is one of technique which are considered applicable and useful in increasing reading comprehension achievement. It increases both the quantity and quality of what is comprehended. This quantitative research applied one group pretest posttest design. The population of this study was the first grade students of SMAN 2 Tulang Bawang Udik, Tulang Bawang Barat. Two classes were selected in this research, one class served as try out class and the other was assigned as experimental class. Pretest-posttest items were employed to obtain the data. The collected data were analyzed by using Repeated Measure t-Test with Statistically Package for Social Science (SPSS) version 17.0. Based on the calculation of t-Test, the result showed that the students‟ mean score of posttest in experimental class (63.23) was higher than pretest (47. 93) with the gained score was 15.30. The t-test also revealed that the result was significant (p .05, p= .000). Thus, it is concluded that there was an increase in students‟ reading comprehension achievement after being taught through retelling.Keywords: reading comprehension, recount text, retelling.
Co-Authors Adelia Puspita Afif Albaironi Haka Ahmad Dani Zailani Aisyatul Vidyah Qori'ah Amirotul Khaidar Andini Oktaviani Anggun Veranita Ari Nurweni Aria Nugraha Arief Wisudiyantoro Asep Hardiyanto Aulia Maharani Putri Aji Ayu Pratami Putri Basyirudin Almubarak Budi Kadaryanto Burhanuddin Burhanuddin Deddy Supriyadi Dedy Supriyadi Dewi Sri Rezki Edhita Gloria Simanjuntak Editha Gloria Simanjuntak Efi Litaria Endah Luthfiyah Eni Wanti Erika Sukma Lestari Erizkha Hardanti Ewo Priyo Susanto Fajar Prayoga Fajar Prayoga farida ariyani Feni Munifatullah Fitri Anggraeni Fitri Chitra Amelia Flora Flora Flora Nainggolan Gede Eka Putrawan Hartati Hasan Hatika Nesia Hellen Lorena Hery Yufrizal Huzairin Huzairin I Dewa Putu Widhyastika Ibnu Haikal Ihsaan Sholaahuddin Ilona Mutiara Rinjani Irfan Dwi Cahya Iskadina Eka Putri Jaka Dirgantara Joko Setyo Puji Santoso Komang Wastawan Linda Ismawati Lusi Dwi Wardhani Mahpul Mahpul Meylinda Susanti Muhammad Iqbal Arramany Muhammad Sukirlan Munaris . Nana Agustina Nimas Lalyana Karwati Novita Nurdiana Nur Patmasari Nurfeni Nurfeni Nuri Fatmawati Nurlaksana Eko Rusminto Nyoman Adi Irawan Nyoman Wardani Puti Ainun Rahmani Ramlan Ginting Suka Ria Silvita Tanum Rifka Arina Ruantika Rima Mauli AD Ririn Kholidiana Riris Harwiyati Rizka Dwi Rahayu Rori Maidasari Saraswati rosita simbolon Sabila qurrota a'yun Selvia Gustina Sembiring, Rinawati Septy Ayuningtyas Silvia Rahayu Anggraini Sri Suci Suryawati Sudirman Sudirman Tri Agustin Tuntun Sinaga Ujang Suparman Uswatun Hasanah Violita Cahya Rivai Weni Jayanti Arista Wijayati Wijayati Yosua Permata Adi Yuli Anita Pakpahan Yuliana Simatupang Yulianti, Erni Yuniati Al Aida Yusi Indah Putri Zuny Aisyah